Good teaching is of itself not enough in modern university environments. More and more, academics are being asked to provide evidence of learning and teaching outcomes, as well as being engaged in the scholarship of teaching. While academics may be well versed in researching their own disciplines, they may be hesitant about how to approach researching their own teaching methods and strategies and how this has influenced student learning. This paper will outline and provide examples about how the scholarship of learning and teaching ('SoLT') can be approached. This will include discussing the different research methodologies that can be utilised as evidence learning and teaching outcomes. The paper then considers how modern academics can leverage off the SoLT to further their academic careers, and how it can be important in terms of research output, promotion, award applications, and own teaching practices. The author argues that it is critical for modern academics to be more proactive in researching their teaching practices, as they will be called upon increasingly to show evidence of the learning outcomes in their classrooms.